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14.
Children and young people are described as ‘the collaboration generation’, eager to work togethertowards common goals, share content and draw upon“the power of mass collaboration”. This combination of individualisation and collaboration is often presented as giving young people a propensity to question, challenge and critique. These are individuals who “typically can’t imagine a life where citizens didn’t have the tools to constantly think critically, exchange views, challenge, authenticate, verify, or debunk. The Digital Native - Myth & Reality, Selwyn (2009)

18.
“... age is not a determining factor in students’ digital lives; rather, their familiar and experience using ICTs is more relevant.”

19.
“... age is not a determining factor in students’ digital lives; rather, their familiar and experience using ICTs is more relevant.” “... the notion of ‘digital natives’ is inaccurate: those with such attributes are effectively a digital elite. Instead of a new net generation growing up to replace an older analogue generation, there is a deepening digital divide ... characterized not by age but by access and opportunity.”

23.
danah boyd•(Post WWII) “Spaces like dance halls, rollerrinks, bowling alleys, and activity centersbegan offering times for teens to socializewith other teens.... By the late 20th century,shopping malls became the primary publicspace for youth socialization. Whileshopping malls once welcomed teens, teens @zephoriaprimarily seen as a nuisance now.... Whatemerged with the Internet was a radical shiftin architecture. It decentralized publics.” Why Youth (Heart) Social Network Sites, boyd (2007)

26.
danah boyd•“The proﬁle serves as a digital representation ofone’s taste’s, fashion, and identity. In crafting theproﬁle, people upload photos, indicate interests,list favorite musicians, & describe themselvestextually & through associated media.•“The vast majority of social network site useamongst use does not involve surﬁng to strangers’ @zephoriaproﬁles, but engaging more locally with knownfriends and acquaintances.•Youth look to older teens & the media to get cuesabout what to wear, how to act, & whats’ cool, Socializing Digitally, boyd (2007)

30.
Michael Wesch •“What you see on Youtube are tremendously deep communities ... people revealing parts of themselves that they refuse to reveal even to their family or to their closest friends.” •Youtube mitigates our desire to connect without the constraint.@mwesch

33.
“As we are drained of our “repertory of densecultural inheritance”, we risk turning into “pancake people” -- spread wide and thin as we connect with the vast network of information accessed bythe mere touch of a button. (Nicholas Carr, 2008)

34.
David Crystal 5 Main Myths •Texting is full of abbreviations •The abbreviations are new. •The fact that people leave out letters show they don’t know how to spell. •Young people are putting these@mwesch abbreviations into home and exams. •Texting shows the decline of the English language.

37.
“... in an information-rich world, the wealth ofinformation means a dearth of something else: a scarcity of whatever it is that information consumes. What information consumes israther obvious: it consumes the attention of its recipients. Hence a wealth of information creates a poverty of attention and a need to allocate efﬁciently among the overabundance of information sources that might consume it. (Herbert Simon, 1971)”

40.
Deep Learning• “Deep learning is learning that takes root in our apparatus of understanding, in the embedded meanings that deﬁne us and that we use to deﬁne the world.” (Tagg, 2003)• “Characteristics of deep learning are the integration and synthesis of information with prior learning in ways that become part of one’s thinking & approaching new phenomena and efforts to see things from different perspectives. (Kuh, Chen, Laird, 2007)

41.
Models of 21st Century Learning• The Collaborator uses networks of people, knowledge, skills & ideas as sources of learning - emphasis on social interactions.• The Free Agent makes use of continuous, open-ended & life-long styles and systems of learning.• The Wise Analyzer gathers evidence of effective activity, scrutinizes it and applies its conclusions to new problems & new contexts.• The Creative Synthesizer connects across themes and disciplines, cross fertilises ideas, integrates separate concepts & creates new vision and new practice. 21st Century Learning and Learners, Friesen & Jardine (2007)

50.
Example #2.2: Power Of (Global) Audience “My student was delighted by the attention her blog post had received; it gave her conﬁdence in her writing and bolstered her enthusiasm for our class.... We were no longer studying an important work of 20th century literature within the narrow context of my syllabus; instead we had become part of a conversation that involved the broader reading public. As a professor, I was displaced from the centre of the conversation, which became more open, distributed and student-driven than it had been before.” Beyond Friending, Gold, 2011